Primary Languages Policy

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1 Followers of Jesus Learning Together POLICY DOCUMENT for St Felix Roman Catholic Primary School, Haverhill Primary Languages Policy Mission Statement As true followers of Jesus learning together, our school strives to be a community where everyone is valued, nurtured and encouraged to reach their full potential and where Christ s teaching guides responsible attitudes towards each other and the wider world. Approved on: 30 April 2015 by Governing Body To be reviewed: April 2017 Signed: Stephen Kelleher (Chair of Governors) 1

2 Safeguarding Statement Safeguarding at St. Felix Roman Catholic Primary School is considered to be everyone s responsibility and as such our school aims to create a safe environment within which every pupil has the opportunity to achieve their potential and to keep themselves safe. The Governors and staff will review these statements on an annual basis and / or following directives from the DFE and the Catholic Education Service. Statement of Equality We aim to be a community where everyone is respected as a creation of God, where all are to be treated fairly and with respect. This is central to the teaching of Jesus that everyone should have a life and have it to the full. We recognise that all pupils may need extra support at some time during their school life and will monitor the needs, strengths and talents of our children so that they may achieve their full potential. St Felix Primary School will aim to meet the Equalities Act This specifically relates to our school in the following areas and the above act states that these group s characteristics and performance must be taken into account; Age Disability Gender Ethnicity and or race Pregnancy and maternity Religious belief and no belief Sexual orientation. Gender reassignment Marriage and civil partnership. In addition to this, St Felix School would expect to protect and support the interests of Children with special needs Children who are looked after ( Public and private) Children who have English as an additional language or no English Children who have qualified or ever qualified for free school meals. Children who are assessed to be vulnerable 2

3 Modern Foreign Language Policy Contents 1. Rationale 2. Objectives 3. Curriculum Outline 4. Teaching and Learning Key Stage 1 Lower Key Stage 2 Upper Key Stage 2 5. Planning 6. Global Dimension 7. Assessment and Recording 8. Resources 9. Professional Development 10. Monitoring and Evaluation 11. Future Developments 3

4 Modern Foreign Language Policy 1. Rationale St Felix Catholic Primary School is committed to ensuring that all children in KS1 and KS2 develop competence in a foreign language and an interest in the culture of other nations, so that they will have the motivation and confidence to learn languages in later life and will have an open mind when encountering new cultures and nationalities.. 2. Objectives In teaching a foreign language we aim to: Prepare pupils for a rapidly changing world in which work and other activities are increasingly carried out in languages other than English Create learners who use languages to access ideas and experiences from a wide range of people, communities and cultures Foster a lifelong interest in language learning Encourage learners who are open-minded and who welcome diversity Foster children s curiosity and develop their understanding and awareness of cultural differences in the world Make young children aware that language has structure, and that the structure differs from one language to another Develop children s speaking, listening and responding skills Promote correct pronunciation and intonation when speaking a foreign language Develop children s awareness of different spelling patterns in a foreign language 3. Curriculum Outline Learning a foreign language is a statutory entitlement for all pupils in KS2. At St Felix Primary School, French is taught by a specialist French-speaking member of staff to all pupils in KS1 and KS2 during curriculum time. This ensures consistency with the other primary schools in the Catholic pyramid and the local Samuel Ward and Castle Manor pyramids of schools. Classes receive a 40 minute discrete MFL lesson, with the class teacher reinforcing learning during the week in Early Morning Work or in regular, shorter sessions, using displays and answering the register to practise new vocabulary. Progression is based on the KS2 Framework for Languages, and tracked on the Languages Ladder. The Scheme of Work used in KS1 is Dinocrocs, and in KS2 the medium term plan is based on the Rigolo and the QCA Schemes of Work. There is a two-year rolling programme, with core modules being repeated, using a different format for years A and B. This ensures that learners in mixed-age classes receive the same language-learning experience as their peers in straight-age classes. 4

5 4. Teaching and Learning French is taught to all children, whatever their ability. Pupils who find literacy-based subjects difficult sometimes thrive in French lessons because of the emphasis on oracy in the early stages, and because of frequent repetition of words and phrases. All children feel included in their French lessons, because most children have the same starting point. Lessons are designed to enable all pupils to make progress, with attention given to factors such as classroom organisation, teaching resources and methodology. A wide range of learning styles is continually provided for. Records are kept of all children at St Felix who use a language other than English. Native French-speakers and children who are gifted and talented in languages will be challenged through differentiated activities or leading a group activity during French lessons. Key Stage 1 Weekly discrete French lessons lasting 40 minutes were introduced to KS1 in September Children are introduced to French through Dinocrocs, a lively, kinaesthetic Scheme of Work based on story-telling. The children learn to understand and retell stories in the target language through immersion in the stories by means of role-play, story-mapping, songs and video clips. Lower Key Stage 2 French is taught to years 3 and 4 for forty minutes per week by a specialist teacher. The language is reinforced by the class teacher during the week by the use of displays, answering the register in French and the use of French for day to day classroom tasks or activities. A variety of techniques is used to encourage children to engage actively with French. Although reading and writing skills are taught, there is a greater emphasis on speaking and listening. Activities include: games, role play, songs, puppets (to demonstrate conversations) and mime. The different learning styles are catered for by varying activities and delivery. Where possible, new language is introduced using a gesture and a picture, or real object, in order to engage kinaesthetic and visual learners. The lessons are made as enjoyable as possible so that pupils develop a positive attitude towards language-learning. Pupils efforts are welcomed and praised in order to develop confidence. Upper Key Stage 2 Years 5 and 6 receive forty minutes of tuition per week from a specialist teacher. Speaking and listening skills developed in Lower KS2 are reinforced, along with a stronger emphasis on reading, responding and writing in the target language, thereby laying the foundations for further foreign language learning at KS3. Pupils learn to understand and communicate ideas, facts and feelings in speech and writing, focusing on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. They learn patterns of the language and use these to build sentences and conversations. Pupils are involved in tracking their targets and achievements against the Languages Ladder. 5. Planning The interactive white board is used to introduce language in context and to play interactive games using Rigolo, and to access short video clips and songs. 5

6 Where appropriate, cross-curricular links are made by linking French lessons to KS2 topic work. There are clear links with literacy as pupils develop speaking and listening skills, practise their handwriting, and reinforce grammar skills, such as punctuation, verbs, nouns, adjectives, tenses and word order. Language is often practised alongside physical games and action songs which link with PE. When practising numbers in French, pupils are expected to do simple mathematical operations. Lessons are designed to enable all pupils to make progress. More confident pupils provide a model for the less confident, who may need the language modelled several times. Reading and writing activities are differentiated to give support to those who need it and to provide a challenge for the more able. Medium term plans are drawn up by the MFL teacher at the start of each academic year. They are circulated to the class teachers at the beginning of each term so that everyone has an accurate record of the language taught. Lesson plans are drawn up for each lesson by the French teacher. They include lesson objectives, activities, differentiation, assessment opportunities and approximate timings. KS1 French lessons are based on the early stages of foreign language learning, with learners listening and using non-verbal communication to understand, and using speaking, singing, miming and drawing to show their understanding and communicate. In KS2, progression in learning is facilitated by reference to the objectives in the KS2 Framework for Languages. However, because of mixed age classes, progression is less linear and clear-cut than the framework would suggest. As a rule, year 3 pupils are expected to answer questions and to use words or simple phrases, with Year 4 pupils being encouraged to use longer phrases and more complex sentences, and to ask questions as well as to answer them. Years 5 and 6 pupils are encouraged to have conversations and read and write longer texts using a model or from memory. 6. Global Dimension Since 2012, St Felix School has been linked with Ecole George Sand, a primary school in the Nord Pas de Calais region of France, as part of an ongoing Suffolkwide project. Year 5 and 6 pupils exchange topic work, letters, cards and s. As part of their Activities Week, in 2015, Year 6 pupils will take part in a day trip to Guines in the Nord Pas de Calais, where they will use their language skills in a reallife context, meet pupils from their partner school and explore a village in France. It is planned for this day trip to be an annual event. The European Day of Languages in September is celebrated by the school in a variety of ways, such as inviting families of other nationalities represented in the school to share some language and culture during a whole-school assembly and bringing food and artefacts to share with classes. With a large proportion of families in the school having English as an additional language, this creates inclusion and celebrates the diversity of our community. 6

7 A set of Culture Boxes representing the major nationalities of families in the school has been set up and is continually being added to. These are used by Key Stages for topic work or when celebrating international festivals. French drama companies or dance troupes are occasionally invited to present workshops in the school. As well as reinforcing the enjoyment of learning about another culture, these visits help to reinforce and extend skills, giving a genuine context to pupils language learning. There are links to interactive activities on the school website for those that wish to practise their MFL skills outside of school time. An MFL homework is set once per year. 7. Assessment and Recording During each lesson, the French teacher uses feedback from pupils to make informal assessments of pupils progress. A focus for this assessment is written into the lesson plan. Week by week these judgements are used to inform planning. KS1 lessons build pupils motivation and interest in their language learning and work towards the KS2 Framework objectives. Summative assessment of progress made by Upper KS2 pupils is recorded by the French Teacher on a Languages Ladder which is in the back of pupils French books. During the Summer Term, KS2 pupils are formally assessed by the French teacher in listening and responding; speaking; reading and responding; and writing. Pupils are given a grade on the Languages Ladder. This assessment helps to inform the observations on each child s annual report. Voice recorders and video recorders are used by groups of pupils to enable them to peer- and self-assess. 8. Resources Rigolo is installed on all classroom computers and also the banks of computers in KS1 and KS2. All resources for MFL are stored in the resources room. Culture Boxes and other intercultural resources are stored in the relevant Key Stage resources cupboards. 9. Professional Development A languages audit to gauge the experience and competency of all staff, teaching and non-teaching, has been carried out. This is used to inform training needs, and so that expertise can be called upon in language teaching and learning and for intercultural activities. The MFL Leader and French Specialist attend courses and the annual Primary Languages Conference provided by Suffolk Education Authority to keep abreast of developments in primary languages and to improve subject knowledge and methodology. 10. Monitoring and Evaluation The MFL Leader regularly monitors outcomes and standards through lesson observations, looking at written and recorded work, discussions with the French specialist and talking with children. The MFL Governor liaises every term with the MFL Subject Leader to keep informed of developments and to monitor the implementation of the MFL policy. 7

8 The MFL Subject Leader attends Primary Languages Network Meetings for schools in West Suffolk, to share good practise, to moderate assessments and to embrace local and national initiatives, building these into the school plans. Transition Meetings with schools in the Samuel Ward Academy trust are attended by the MFL Subject Leader in order to work towards consistency in skills of pupils moving up to Year Future Developments The school will apply for the Linguamarque Bronze Award in Summer 2015, so that the progress made in the area of MFL can be celebrated, and so that the next steps in progression can be identified. A day trip to France has been organised as part of the Year 6 Activities Week in July, with the intention of making this an annual event. Assessment in MFL will be an area for development during Pink and Green highlighting will be used by the Teacher in accordance with the Marking Policy, and opportunities given for children to record self-assessment with reference to their Languages Ladder. The KS2 Scheme of Work will be reviewed annually to take account of the effect of introducing formal French lessons in KS1 in September 2014, and to ensure progression of capabilities. 8

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